Skills for Life: Healthy Relationships
Healthy relationships is a 20 hour Skills for Life unit, offered from Entry 1 to Level 2, about what makes relationships healthy or unhealthy, respecting difference and inclusion, building and maintaining positive relationships, and what to do if a relationship feels unsafe. It is one unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma. Literacy runs through every criterion: describing and explaining, active listening, role-play, saying no and asking for help, reading case studies and reflecting. There is no numeracy in the unit, so numeracy demand is low.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of literacy work
- High
- Amount of numeracy work
- Low
How this unit is assessed
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes, with separate assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: Four learning outcomes, with separate assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Skills that use Purpose
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Saying no, setting boundaries and asking for help
Learners practise the words to use when a relationship feels unsafe. Entry learners give ways to say no and Entry 3 learners demonstrate asking for help in a short role-play, Level 1 learners show how to ask a trusted person for help by discussing key factors, and Level 2 learners discuss why assertiveness and boundary setting matter. This is required by the assessment criteria.
Literacy: Purpose, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils read three short scripts of ways to say no to a friend and practise saying them clearly and calmly to a partner.
- Year 8
- Pupils write and perform a short role-play where a character asks a teacher for help, choosing words that explain the problem clearly.
- Year 9
- Pupils role-play setting a boundary with a friend who keeps pressuring them, then discuss in a group why being assertive works better than being aggressive.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 4, assessment criteria 4.3 and 4.4, page 6; Level 1 and Level 2, learning outcome 4, assessment criteria 4.1 to 4.3, page 8; Suggested activities, page 13
“practising saying 'no' and asking for help using scripts or prompts”
Progression step 3
I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.
Progression step 4
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
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Reflecting on respect, inclusion and challenging unfairness
Learners reflect on their own values and on how to treat others fairly. Entry 3 learners reflect on how the skills they demonstrated help build positive relationships, Level 1 learners explain why being inclusive matters, and Level 2 learners reflect on two ways to challenge unfairness or exclusion and on how assertive actions support wellbeing. This is required by the assessment criteria; reflection can be written, spoken or recorded.
Literacy: Planning and organising for different purposes, audiences and context, Collaborative talk, Purpose
Getting pupils ready
- Year 7
- Pupils write three sentences about a time someone included them in a game or group and how it made them feel.
- Year 8
- Pupils keep a short reflection journal for a week, noting one kind or inclusive thing they did each day and what difference it made.
- Year 9
- Pupils discuss in groups a scenario where someone is left out because of their religion, agree two respectful ways to challenge it, and write a reflection on which they would choose and why.
Show the specification wording and the LNF statements
Where it is in the specification: Entry Level, learning outcome 3, assessment criterion 3.4, page 6; Level 1 and Level 2, learning outcome 2, assessment criteria 2.3 (Level 1) and 3.2 (Level 2), page 7; learning outcome 4, assessment criterion 4.2, page 8
“Reflect on how the actions or skills demonstrated help with building positive relationships”
Progression step 3
I can write about my thoughts, feelings and opinions, showing empathy and respect.
I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.
Progression step 4
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
I can use talk in a range of authentic contexts to explore challenging or contentious issues.
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Adapting communication for different relationships
Level 2 learners explain how respectful behaviour and relationship-building skills can be adapted in different contexts such as home, education, the workplace or the community. The amplification says this includes adjusting communication style depending on the relationship and using inclusive language. The criteria require learners to explain the adaptation; practising it is suggested.
Literacy: Clarity and vocabulary, Purpose
Getting pupils ready
- Year 7
- Pupils say the same message, I can't come today, first to a friend and then to a teacher, and spot what words they changed.
- Year 8
- Pupils write two short messages asking for help, one to a family member and one to a club coach, and explain the differences in tone.
- Year 9
- Pupils role-play the same disagreement at home, at school and at a part-time job, then explain how they changed their language and tone each time.
Show the specification wording and the LNF statements
Where it is in the specification: Level 1 and Level 2, learning outcome 2, assessment criterion 3.3 (Level 2), page 7; learning outcome 3, assessment criterion 2.3 (Level 2), page 8; learning outcome 3 amplification, page 12
“adjusting communication style depending on the relationship”
Progression step 3
I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.
I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.
Progression step 4
I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.
Good to know
- The unit has five codes, one for each level, from "S615E1" to "S615L2" (Unit overview, page 3). Only the highest level achieved counts, because "only the highest level of the unit achieved will count towards the GLH" (Skills for Life and Work specification, section 2.2, page 10).
- Spelling and presentation are not judged: "Assessor judgements should focus on meeting the standard, not spelling or presentation unless specifically assessed", and "extended written work is not required unless appropriate" (Sources of evidence, page 14).
- Spoken work counts. Evidence can include "short written or verbal explanations (recorded by the tutor)" and "tutor observation records from discussions, group work, and role-play activities" (Sources of evidence, page 14), and at Entry Level "total communication approaches" such as AAC, sign language and Makaton are accepted (page 14).
- The suggested activities and tasks are optional. The specification says suggested assessment tasks "are not mandatory" and teachers "may choose to use these suggestions, adapt them, or develop their own alternatives" (section 4.1, page 18).
- AI tools are only acceptable "When properly referenced", and learners "cannot be credited for any work they produce for assessment which is not their own". Misuse includes "Copying or paraphrasing whole responses of AI-generated content" (specification, section 4.6, page 21).
- No special equipment is needed: "Assessment of this unit should not require any specific resources." (Resources required for assessment, page 16).
- Where a criterion uses a plural without a number, "a plural reference within assessment criterion refers to a minimum of two" (pages 6 and 8).
Links with other qualifications
The pack names links with "GCSE Health and Social Care, and Childcare", where learners also explain relationships, wellbeing and inclusion in writing and discussion. Within the Skills Suite it suggests delivering this unit alongside Looking after others, Teamwork, Mental health and wellbeing, Personal safety, Online safety, Equality, diversity and inclusion, Understanding self and others, Fairness and inclusion in the workplace and Wellbeing and work. The listening, role-play and assertive speaking practised here support the spoken work in Teamwork and Personal safety, and the reflective writing is similar to that asked for in Mental health and wellbeing.
Source: WJEC Healthy relationships unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).